The effects of biofeedback-based stimulated recall on self-regulated online learning: A gender and cognitive taxonomy perspective

作者：Zhai, Xuesong; Fang, Qiansheng; Dong, Yan^*; Wei, Zhihui; Yuan, Jing; Cacciolatti, Luca; Yang, Yalong

来源：Journal of Computer Assisted Learning, 2018, 34(6): 775-786.

DOI：10.1111/jcal.12284

• biofeedback
• self-regulated
• stimulated recall
• taxonomy

Lay Description Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online self-directed learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce biofeedback as a stimulus for learners to engage in retrospection regarding their learning behavior. A quasi-experimental design study was carried out over a 12-week set of EFL self-regulated online reading activities. Pretest and posttest on reading performance and their cognitive taxonomy were assessed through a developed scale instrument, whereas physiological signals (e.g., gazing duration, verbal fixation, and brain wave) were captured via eye-tracking and electroencephalograph (EEG) technology. The results emphasized that (a) students' reading ability and cognitive hierarchy significantly improved through biofeedback stimulation. Moreover, (b) learners in single level-one cognitive hierarchic groups had significant improvements in both cognitive abilities and reading comprehension, whereas learners in multilevel hierarchic groups had no significant enhancements.

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